Yabancıların Türkçe öğreniminde ad durumu ve çekim açısından sık rastlanan yanlışlar ve nedenleri
Özet
We have observed that no study targeting actual practice has been carried out on errors the foreign students learning Turkish make. In TOMER of A.Ü., to the teaching staff of which we belong, we have observed that foreign students make the most number of er rors in case endings and conjugation. Therefore, we chose this subject as our thesis. In our study, we spotted errors of case ending and conjugation in the composition pa pers of foreign students learning Turkish. We grouped these errors under such titles as Basic Turkish I-H, Intermediate Turkish I-II, Advanced Turkish I-II, parallel to the sys tem in TOMER. We analysed the papers of 108 subjects from various countries. In the second section, we treated the errors of case ending the foreign students make. We found that the students make the most errors in accusative endings. Next come case endings of determinative, dative, locative, and ablative, respectively. We displayed the rate of errors of case endings in tables. We saw that in most cases the students tend to transfer the characteristics of case endings of their mother tongue into that of the lan guage they are learning. We also presented findings of questionnaires given to Basic Turkish I level students about their case endings errors. We found out that there is not great diversion between the questionnaire results and the results we obtained previous ly. We displayed the questionnaire results in tables. In the third section we presented the errors of conjugation. Here we observed that the students write the finite form of the verb wrong, make misuse of the person endings, and made wrong use of voice morphemes. Because Turkish is an agglutinating lan guage, and because time, mode, person and numeral morphemes are added to an un changing root, students whose native language has a different structure make mistakes. We also gave a brief listing of errors other than those of case endings and conjugation. In the fourth section biriefly we talked about the other kind of errors. We made some suggestions in the final part of our thesis: 1. Language teaching as a whole is a field of expertise. 2. It is essential that a sound education policy is followed in teaching Turkish to for eigners. 3. Errors should be analysed and presented in books written on teaching Turkish. 4. Without ignoring the place of linguistics in language teaching, linguists should be trained and a compact language teaching event be realized. 143